Initial assessments

Vertical Support

In Class Support

EAL New arrivals are assisted by the EAL Coordinator and the Head Of Year; they are supported by the following:

• Meet and greet the New Learner, parents conference with the EAL Co and HOY.
• Identified bilingual adult to be introduced to the EAL learner.
• Partnered with the same background “buddy”/ mentor in school.
• Initial baseline Maths, Reading, Cognitive and Grammar skills tests to build up an EAL profile.
• Data collected to build up the English Proficiency profile/ILP.
• English Proficiency Code allocated; EAL profile completed and language targets identified.
• Specific interventions are carried out where appropriate such as : pre-teaching; guided writing sessions; specific English Grammar sessions; Reading and Comprehension sessions; spelling sessions based on phonic work.
• Specific literacy and English Grammar lessons taught based on the school’s SOL (National Curriculum for Literacy and English) to improve Listening, Speaking ,Reading and Writing skills.
• Review progress against targets and social interaction.
• New EAL arrivals and not only, are tested regularly, either annually or twice a year for Reading and Inference and Deduction using NGRT testing, age appropriate.
• Every 6 months Hodder testing is carried out to review (Fluency, Accuracy and Speed) progress for all EAL learners on English proficiency codes: C, D and E (where appropriate).

• EAL learners are grouped together in small groups for Grammar lessons, Reading and Comprehension, vertically across the timetable, according to language identified needs.
• Beginners are supported on a more 1:1 basis if no English knowledge is identified but not always.
• EAL learners receive support in completing homework either in a small group setting or they can have access to after school Homework club. 
• Support for New Beginners/Non Speakers in terms of phonics-using the school`s spelling programme to learn about the phonic spelling rules using multi-sensory activities and tests.
• Academic support and catch up sessions to regain lost curriculum to improve knowledge in all areas of learning.
• Specific and detailed English language lessons (vocabulary,tenses,spelling, punctuation, writing skills) offered to all EAL learners following specific SOL.
• These are aimed at the specific developmental stage of the EAL learner, to allow progress through the Proficiency Codes.
• SMART targets set to support curriculum and classroom content.
• Language targets set to improve English language skills-Speaking, Listening, Reading and Writing.
• Review for beginners, intermediate or advanced EAL learners for their EAL Proficiency Assessment Framework ILP.

• Class teachers have access to the EAL learner`s Language profile to familiarise with the learners` language needs.
• Class teachers support learners using the Strategies and Ideas for Supporting EAL learners in KS 3 and KS4 booklet given to them to match class activities with the EAL need.
• The strategies are essential to improve the skills needed to complete curriculum activities.
• Strategies vary from strategies to support Speaking and Listening, to Reading, Writing and Teaching vocabulary to EAL learners.
• In class, EAL learners benefit from the use of the interactive board for shared reading activities.
• Teachers use age appropriate material to teach reading and writing.
• They employ screen reading software to enhance a learner`s access to text.
• Effective questioning to extend the learner`s understanding to enable access to lesson content.
• In class, EAL learners benefit from Talk frames,Writing frames, word mats and EAL planning sheets
• EAL learners benefit from laptops/bilingual dictionaries, Access Arrangements for formal tests/exams.
• Tracking progress in terms of achievement and attainment;  
• Teachers liaise with the EAL Coordinator to convey information regarding progress.

Further Information

• Each word page on our website can be translated.
• Currently we have 317 EAL students
• 41 Languages spoken by our EAL students